Submission

Conference Session Formats
Contributions can be submitted in one of the following presentation formats:

Stand-alone paper by individual author or co-authors	Single Oral Presentation
	Workshop
	Interactive Poster Presentation
	Interactive Poster Presentation from ESERA Summer School Poznan or Utrecht
	Interactive Poster Presentation from EU STEM Education Project
	Invited Journal Roundtable Discussion
	Invited Pre-conference Workshop for Early Career Researchers
Paper sets	Symposium
	Invited Symposium
	Invited Panel

Both empirical and theoretical proposals for symposia, papers, workshops, and poster presentations are welcome. Each presentation needs to be classified to one of the following Strands.

Click here to submit a stand-alone paper

Click here to submit a paper set

Guidance for stand-alone paper submitters

Guidance for a paper set (symposia etc.) submitters

ESERA 2023 Strands

Strand 1 – Learning Science: Conceptual Understanding

Science learning from a variety of theoretical and methodological perspectives. Includes theories, models, and empirical results on conceptual understanding, conceptual change approaches to learning in science, methodology for investigating students’ processes of concept formation and concept use, and strategies to promote conceptual development.

Strand Chairs: Ana Sofia Afonso & Massimiliano Malgieri

Strand 2 – Learning Science: Cognitive, Affective, Aesthetic, and Social Aspects

Science learning from multi-facet dimensions that go beyond conceptual understanding. Theories, models, methodologies, and empirical results about the cognitive, affective, aesthetics and social dimensions in learning science; design of learning environments; studies of learning processes concerning cognitive, affective, aesthetic and social engagement of scientific contents; forms of representational languages and knowledge organisation, including methods of collaborative construction of knowledge.

Strand Chairs: Regina Soobard & Radu Bogdan Toma

Strand 3 – Science Teaching Processes and Instructional Design

Theories, models, and empirical results about teaching processes, curriculum design and implementation. Includes design, adoption, exchange, refinement and transformation of teaching interventions, materials, and tools, including laboratory and inquiry-based practices. Also, research-based interventions and their role for curriculum design, instructional paths and learning goals, and classroom implementations, refinement, and evaluation of teaching-learning sequences; learning progressions, etc.; and models of co-design and factors that influence teachers’ roles, ownership, and accountability.

Strand Chairs: Italo Testa & Anastasios Zoupidis

Strand 4 – Digital Resources for Science Teaching and Learning

Design, evaluation and characterization of innovative resources, technological applications, digital tools, software, and environments for teaching/learning science, e.g., ICT and TEL in science education. Includes online learning environments, simulation, modelling tools, virtual and/or remote laboratories, game-based tools; self-regulation, reflection, and collaboration in digital learning environments; and implementation of machine learning, augmented reality, and artificial intelligence into teaching/learning science.

Strand Chairs: María Napal & Leticia Garcia-Romano

Strand 5 – Nature of Science: History, Philosophy and Sociology of Science

Nature of science and its history, philosophy, sociology and epistemology for teaching/learning of science. Includes the significance of models and modelling for science education as reflected in the particular importance attached to the use of metaphors, analogy, modelling, argumentation, explanation, visualisation, simulations, animations and gamifications in science.

Strand Chairs: Veli-Matti Vesterinen & Oya Ağlarcı Özdemir

Strand 6 – Interdisciplinarity and Education

Theories, models, foundational debates, and empirical results related to inter/multi/trans-disciplinarity in science, mathematics, STEM, STEAM and beyond, including the human sciences. Includes ontological, epistemological, methodological, and institutional aspects related to disciplinary identities and how they can interact; and debates and approaches related to curriculum, standards, pedagogy and policy, including cross-cutting and emerging topics.

Strand Chairs: Laura Branchetti & Wonyong Park

Strand 7 – Discourse and Argumentation in Science Education

Understanding, supporting, and promoting the use of evidence and argumentation discourse in science education. Includes scientific practices related to knowledge evaluation and communication, supporting the development of critical thinking, discourse analysis, talking and writing science in the classroom, and meaning making in science classrooms.

Strand Chairs: Kalypso Iordanou & Metin Şardağ

Strand 8 – Scientific Literacy and Socio-scientific Issues

Teaching

and learning about scientific literacy, socio-scientific issues and citizenship education. Topics in the strand include understanding the social aspects of science, critical media/literacy reasoning, decision making and debates on socio-scientific issues (SSI), public engagement and participation in science and understanding the relevance of science. The aforementioned topics can focus either on teachers or students.

Strand Chairs: Maria Evagorou & Nadja Belova

Strand 9 – Science Education for Sustainability, Agency and Futures Literacy

Theories, methods, and practices of science education for sustainability, agency, and futures literacy. Includes future-oriented proposals for framing science education research agenda into contemporary debates on agency, sustainable development and sustainability education as well as analysis, discussion and reflection about both contemporary and foundational competence frameworks, reports and agendas at the European and international level.

Strand Chairs: Antti Laherto & Eliza Rybska

Strand 10 – Environment, Health and Science Education

Theories, methods, and practices about environmental, ecological, earth, health, and medicine education. Includes debate about literacies and approaches related to the environment, including indigenous perspectives and connection with more comprehensive aspects of justice as well as planetary well-being, and the design, development, and evaluation of the impact of programmes and experiences.

Strand Chairs: Albert Zeyer & Suzanne Kapellari

Strand 11 – Informal, Non-formal and Out-of-school Science Education

Teaching and learning theories and practices in informal, non-formal, and out-of-school settings such as museums, science centres, outdoor settings, community programs (including indigenous communities), communications media, after-school programs and clubs. Includes design, adoption, exchange, and evaluation of informal, non-formal, and out-of-school learning environments, especially those organised by institutions other than schools, as well as informal and non-formal approaches to the teaching/learning of science.

Strand Chairs: Lorenz Kampschulte & Hakki Ilker Kostur

Strand 12 – Equity, Diversity and Identity in Science Education

Socio-political, sociocultural, multicultural, multilingual, multi-modal, intersectional, racial/ethnic, equity, critical, feminist, and gender studies, as well as special needs in science education. Proposals that include theories, methods, and practices related to ways-of-being and ways-of-knowing in science education and through an array of onto-epistemological perspectives, ideas, theoretical, and methodological approaches build on and perhaps exceed identity in inter-, multi- and transdisciplinary ways. Inviting critical examination of identities as multiple and situated in various systems of power and privilege to afford complex understandings of educational opportunities related to access and achievement.

Strand Chairs: Maria Wallace & Katerina Pia Günter

Strand 13 – Science Curriculum and Educational Policy

Science curricula development including design, adoption, and comparison, as well as reform implementation, dissemination, and evaluation. Includes evaluation systems and practices adopted and implemented in schools and institutions; and construction, interpretation, implementation, implication and reflection of policies and reforms at the local, regional, national, or international levels concerning science education.

Strand Chairs: Eilish McLoughlin & Digna Couso

Strand 14 – Evaluation and Assessment in Teaching and Learning

Development, validation and use of standardised tests; instruments for measuring attitudes, interests, beliefs, self-efficacy, science process skills and conceptual understandings; authentic assessment, formative assessment, summative assessment, as well as approaches to assessment, monitoring student learning and implications for teaching. Includes international comparison studies such as TIMSS and PISA.

Strand Chairs: Jens Dolin & Lukas Rokos

Strand 15 – Pre-service Science Teacher Education

Professional knowledge of pre-service science teachers, pre-service teacher preparation, instructional methods in pre-service teacher education, programmes and policy, field experience, relation of theory with practice, and issues related to pre-service teacher education reform.

Strand Chairs: María Ruth Jimenez Liso & Hasan Özcan

Strand 16 – In-service Science Teacher Education and Professional Development

Continuing professional development of science teachers, including in-service science teacher education programmes and policies, teachers as lifelong learners, strategies and methods for teaching science, innovation and reform in professional development, evaluation of professional development practices, reflective practice, teachers as researchers, and action research.

Strand Chairs: Claudio Fazio & Ilídio André Costa

Strand 17 – Science Education in Primary and Pre-primary Learning Contexts

Science education from early childhood through primary school, with wide ranging foci including science pedagogies, children’s learning, innovative teaching practices, teacher education, social and cultural aspects of science engagement, and family involvement.

Strand Chairs: Bodil Sundberg & Christina Siry

Strand 18 – Teaching and Learning Science at Middle and Secondary School

Teaching and learning theories and practices related to content knowledge, pedagogical knowledge, pedagogical content knowledge, and instructional material, strategies and practices at the middle and secondary school levels.

Strand Chairs: Carla Morais & İbrahim Delen

Strand 19 – Teaching and Learning Science at the University Level

Science teaching and learning theories, methods, pedagogies and empirical studies at the university level. Includes discussion, interpretation, implication and reflection of praxis, as well as innovative proposals and policies of teaching and learning science at university.

Strand Chairs: Federico Corni & May Lee

Strand 20 – Methods and Methodological Aspects in Science Education Research

Foundational aspects and debates of epistemology, ontology and axiology of methods and methodologies of science education research.

Strand Chairs: Heidi Cian & Jesper Bruun